The Zimbabwe Journal of Educational Research comprised of four sections: Scholarly articles - reporting on research findings and policy issues relating to education and human resources issues in sub-Saharan Africa; Research in progress - reporting on major research projects and new human resource initiatives in the region; Research Organisations - reporting on local, regional and international research organisations; Literature Sources - evaluating books, reports and other materials of interest to human resource researchers.
ZJER CALL FOR PAPERS:
Research articles are invited from interested scholars and researchers in the academic community for publication in the July 2014 issue of the Zimbabwe Journal of Educational Research (ZJER).
Papers in the following specific issues and themes are welcome:
- The Teaching of Mathematics and Sciences in Africa
- Professionalism in African Educational Institution
- Research Methods and Ethics in Africa
Deadline for submissions of papers: 31 March, 2014.
For more information and details on how to submit your manuscript please click here.
Vol 30, No 1 (2018)
Open Access
Subscription or Fee Access
Table of Contents
Articles
| Foreign Language Teaching and Learning in Primary and Secondary Schools in Zimbabwe: Policy, Practice and Limitations |
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| E. Ndlovu |
| Zimbabwean Teachers' Concerns Regarding the Implementation of the New Curriculum |
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| F. Zindi |
| Curriculum Review Process in the Context of ZIMASSET: Possible Linkages with the CIET Provisions |
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| C. T. Nziramasanga |
| Celebrating the Ministry of Primary and Secondary Education Curriculum Framework for Zimbabwe (2015-2022) |
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| N. Makuvaza |
| Possibilities for Enhancing Efficacy in the Current Curriculum Review Exercise through Curriculum Analysis |
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| O. E. Maravanyika |
| Promoting Sustainable Development through the New/Revised Design and Technology Curriculum in Zimbabwe: With Specific Reference to Food Security |
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| P. Kwaira |
| Classroom Implementation of Science, Technology, Engineering, and Mathematics (STEM) Learning and Instruction: A Paradigmatic Shift |
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| D. Mtetwa |
ISSN: 1013-3445
